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Itlm topic 4
- 1. ITLM TOPIC 4 HOW STUDENTS LEARN AND UNDERSTANDING OF MATHEMATICAL STRANDS
- 2. OBJECTIVES Be aware and describe the principles of how students learn and acquire mathematical knowledge as a basis for designing an instruction. Understand and describe the mathematical strands in learning mathematics.
- 3. HOW PEOPLE LEARN Principle 1: Engaging Prior Understandings Principle 2: The Essential Role of Factual Knowledge and Conceptual Frameworks in Understanding Principle 3: The Importance of Self- Monitoring
- 4. PRINCIPLE 1 A fundamental insight about learning is that new understandings are constructed on a foundation of existing understandings and experiences The understandings children carry with them into the classroom, even before the start of formal schooling, will shape significantly how they make sense of what they are taught
- 5. PRINCIPLE 2 Learning with understanding affects our ability to apply what is learned This concept of learning with understanding has two parts: factualknowledge must be placed in a conceptual framework to be well understood; and concepts are given meaning by multiple representations that are rich in factual detail.
- 6. PRINCIPLE 3 “You are the owners and operators of your own brain, but it came without an instruction book. We need to learn how we learn.” A “metacognitive” or self-monitoring approach can help students develop the ability to take control of their own learning, consciously define learning goals, and monitor their progress in achieving them.
- 8. MATHEMATICAL PROFICIENCY Conceptual understanding — comprehension of mathematical concepts, operations, and relations Procedural fluency — skill in carrying out procedures flexibly, accurately, efficiently, and appropriately Strategic competence — ability to formulate, represent, and solve mathematical problems
- 9. MATHEMATICAL PROFICIENCY Adaptive reasoning—capacity for logical thought, reflection, explanation, and justification Productive disposition—habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy
- 10. PRECONCEPTIONS ABOUT MATHEMATICS Preconception 1: Mathematics is about learning to compute Preconception 2: Mathematics is about “following rules” to guarantee correct answers Preconception 3: Some people have the ability to “do math” and some don’t
- 11. INSTRUCTIONAL CHALLENGES First, how can we teach mathematics so students come to appreciate that it is not about computation and following rules, but about solving important and relevant quantitative problems? Second, how can we link formal mathematics training with students’ informal knowledge and problem-solving capacities?
- 12. INSTRUCTIONAL CHALLENGES There is surely no single best instructional approach, But it is possible to identify certain features of instruction that support the above goals: AllowingMultiple Strategies Encouraging Math Talk Designing Bridging Instructional Activities
- 13. ASSIGNMENT Read the articles in Constructivism, Situated Learning, and Other Learning Theories Work in pair, and choose one learning theory for each pair. Write summary of the learning theory you have chosen. Choose one mathematics topic and apply the learning theory for teaching the topic chosen. Present the summary in front of the class.
- 15. LEARNING ENVIRONMENT The learner-centered lens encourages attention to preconceptions, and begins instruction with what students think and know. The knowledge-centered lens focuses on what is to be taught, why it is taught, and what mastery looks like.
- 16. LEARNING ENVIRONMENT The assessment-centered lens emphasizes the need to provide frequent opportunities to make students’ thinking and learning visible as a guide for both the teacher and the student in learning and instruction The community-centered lens encourages a culture of questioning, respect, and risk taking.
Editor's Notes
- Most of the students feel that there are so many formulas to remember in Trigonometry. It makes them frequently feel confused which one fix to use in solving a problem. In addition, they always have misconception on algebraic properties of trigonometric forms. For example, they frequently write sin 2x to be equal to 2 sin x. Moreover some of them also consider that sin2x equals to sin 2x. The most difficult one for them is the way and in what condition they can apply their knowledge.
- For example, when told that the earth is round, children may look to reconcile this information with their experience with balls. It seems obvious that one would fall off a round object.
- This essential link between the factual knowledge base and a conceptual framework can help illuminate a persistent debate in education: whether we need to emphasize “big ideas” more and facts less, or are producing graduates with a factual knowledge base that is unacceptably thin. While these concerns appear to be at odds, knowledge of facts and knowledge of important organizing ideas are mutually supportive. Studies of experts and novices—in chess, engineering, and many other domains—demonstrate that experts know considerably more relevant detail than novices in tasks within their domain and have better memory for these details. But the reason they remember more is that what novices see as separate pieces of information, experts see as organized sets of ideas.
- “Meta” is a prefix that can mean after, along with, or beyond. In the psychological literature, “metacognition” is used to refer to people’s knowledge about themselves as information processors. This includes knowledge about what we need to do in order to learn and remember information (e.g., most adults know that they need to rehearse an unfamiliar phone number to keep it active in short-term memory while they walk across the room to dial the phone). And it includes the ability to monitor our current understanding to make sure we understand. Other examples include monitoring the degree to which we have been helpful to a group working on a project. The concept of metacognition includes an awareness of the need to ask how new knowledge relates to or challenges what one already knows—questions that stimulate additional inquiry that helps guide further learning.Supporting students to become aware of and engaged in their own learning will serve them well in all learning endeavors. To be optimally effective, however, some metacognitive strategies need to be taught in the context of individual subject areas. For example, guiding one’s learning in a particular subject area requires awareness of the disciplinary standards for knowing. To illustrate, asking the question “What is the evidence for this claim?” is relevant whether one is studying history, science, or mathematics. However, what counts as evidence often differs. In mathematics, for example, formal proof is very important. In science, formal proofs are used when possible, but empirical observations and experimental data also play a major role. In history, multiple sources of evidence are sought and attention to the perspective from which an author writes and to the purpose of the writing is particularly important. Overall, knowledge of the discipline one is studying affects people’s abilities to monitor their own understanding and evaluate others’ claims effectively.
- Instruction must begin with close attention to students’ ideas, knowledge, skills, and attitudes, which provide the foundation on which new learning builds. Sometimes learners’ existing ideas lead to misconceptions. More important, however, those existing conceptions can also provide a path to new understandings. The ideas and experiences of students provide a route to new understandings both about and beyond their experience.Being learner-centered, then, involves paying attention to students’ backgrounds and cultural values, as well as to their abilities. To build effectively on what learners bring to the classroom, teachers must pay close attention to individual students’ starting points and to their progress on learning tasks. They must present students with “just-manageable difficulties”—challenging enough to maintain engagement and yet not so challenging as to lead to discouragement. They must find the strengths that will help students connect with the information being taught. Unless these connections are made explicitly, they often remain inert and so do not support subsequent learning.